An Investigation into the Effect of Concept-Based Instruction on Senior High School Students’ Geometric Thinking and Achievement in Circle Theorem

Yunus Hissan and Forster D. Ntow
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Yunus Hissan: Wa Senior High School, Wa Municipality, Upper West Region, Ghana
Forster D. Ntow: Department of Basic Education, University of Cape Coast, Ghana

International Journal of Research and Innovation in Social Science, 2021, vol. 5, issue 2, 52-60

Abstract: This study was grounded on Van Hiele’s geometric levels of thinking as a conceptual framework to assess and analyse senior high school students’ geometric understanding. A non-equivalent quasi experimental design was used to compare the geometrical achievements of students taught with concept-based method and those instructed with traditional method. The study employed purposive sampling technique to select two schools; experimental group (41) and control group (37). Quantitative analysis was carried out using a two-way mixed factorial analysis of variance(ANOVA). The findings of the study revealed a significant difference in the mathematics achievement of learners taught circle theorem with concept-based instruction as compared to those taught with traditional method. The study reveals that students achieved higher geometric thinking when taught with concept-based instruction.

Date: 2021
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